copyright 1999, Sirpa Grierson
Novel Information and Resources:
"Christian Symbolism in The Grapes of Wrath"
Shockley, Martin. College English 18.2 (1956): 87-90.
This article deals primarily with the doctrines of Jim Casy. It addresses the obvious Christ-figure implication and expands them into a new sort of religion. It disagrees with the view that Steinbeck was rehearsing the doctrines of Whitman and Emerson, arguing rather that it is dealing directly with the Bible."Gender and Class in The Grapes of Wrath"
Foley, Barbara. Radical Representations: Politics and Form in U.S. Proletarian Fiction, 1929-1941. 1998.
http://ocean.otr.usm.edu/~wsimkins/foley.html (19 Oct. 2001).
This website addresses some of the more radical interpretations of the novel and brings out the continual class and gender struggles. It deals more with the social issues of the time than the "moral of the story.""Lesson Plans: The Grapes of Wrath"
Penguin Putnam Inc. 2001.
http://www.teachervision.com/lesson-plans/lesson-3540.html (19 Oct. 2001).
This is a great lesson plan to use for high school. It includes a brief history and summary of the novel then includes some creative ideas for presenting the book."Steinbeck: The Grapes of Wrath"
Book Blurb-Penguin.
http://www.ac.wwu.edu/~stephan/Steinbeck/grapes.html (19 Oct 2001).
This Website contains a great summery/blurb of the novel and includes several great pictures to help with the history and geography. This site also includes links to other Steinbeck sites and a list of characters as they appear in the novel. The site concludes with The Battle Hymn of the Republic."Talismanic Patterns in the Novels of John Steinbeck"
Lieber, Todd M. American Literature 4L:2 (1972): 262-275.
This lengthy article deals with more than just The Grapes of Wrath, but the information on that novel makes reading the entire thing worth it. It has some great insights into what the real theme of the novel is and works well if you are trying to teach the biblical connections.
"The Bible and The Grapes of Wrath"
Crockett, H. Kelly. College English 24.3 (1962): 193-199.
This article is rather short but includes a great store of information that connects the Bible with The Grapes of Wrath. It discusses in depth the roles of each character in producing an "everyman" type theme."The Christ-Figure in The Grapes of Wrath"
Dougherty, Charles T. College English 24.3 (1962): 224-226.
This article addresses the common belief that Jim Casy is the Christ figure in the novel, but ends in the argument that Tom Joad is the real Christ figure. It does a good job of listing all the congruencies in the life of Christ and the lives of Jim and Tom."The Grapes of Wrath Study Site"
Smith, G. The Grapes of Wrath Resource Page. 1999.
http://home.pacific.net.au/~greg.hub/grapes.html (19 Oct 2001).
This page is wonderful. It is loaded with links and teaching tools. It has wonderful sources for teaching programs, themes, resources, scenes from the movie, and other helpful resources. It also includes sample worksheets, summaries and essay topics."The Use of Biblical Allusions in The Grapes of Wrath"
Slade, Leonard A. Jr. CLA Journal 11.3 (1968): 241-248.
As the title suggests, this article again deals with the biblical allusions in the novel. It is a great read with lots of scripture references to highlight the motif. The footnotes are exceptionally resourceful in trying to identify specific scripture and literary passages to tie in with the novel."Voices from the Dust Bowl: The Charles L. Todd and Robert Sonkin Migrant Worker Collection"
Sonkin, Robert and Todd, Charles L. 1998.
http://memory.loc.gov/ammem/afctshtml/tshome.html (19 Oct. 2001).
This site from the Library of Congress is a great aid in teaching the historical context of the novel. It includes pictures and history including correspondence and migrant experiences.Reading Activities compiled by Rachel Spencer
|During Reading | After Reading |Before Reading Strategies
1. Spencer, Rachel. “Introduction to John Steinbeck.” Provo, UT: BYU, 2005.
Instructor introduces the author John Steinbeck from a number of biographical sources. A basic background is given, including his educational and religious history. This activity is intended only as an introduction.
2. Spencer, Rachel. “Introduction to Library Resources.” Provo, UT: BYU, 2005.
Instructor uses the unknown author John Steinbeck as the subject of an introduction to the resources of the school library as well as the internet. In collaboration with the librarian, an assignment is given to research and find 10 “important points” in the life of John Steinbeck using at least 5 different resources, both hard copy and electronic.
3. Utah LessonPlans. “Interview Etiquette.” Created April 10, 1998 9:36 AM. http://www.uen.org/utahlink/lp_clas9.7.6.html.
This website links to a worksheet for interviewing do’s and don’ts. I would use this worksheet as part of an activity for which students interview a person that lived during the depression/dust bowl (1930’s). They will prepare a power-point presentation with their findings, including as many pictures as are possible.
4. Carter, Kristine. “Historical Grammar Bites.” Created April 15, 1999 15:56 PM. http://www.uen.org/Lessonplan/preview.cgi?LPid=1792.
This lesson plan uses a historical place to emphasize correct grammar and punctuation usage. However, I would substitute the place with a time, being the 1930’s, specifically the dust bowl. Students use multiple electronic and hard copy resources to research the topic in pairs, then present their findings via power point. The historical info is used as a base to teach a grammatical point. For instance, correct comma usage.
5. Penguin Group. “The Grapes of Wrath.” Lesson Plans. Accessed September 19, 2005. http://www.teachervision.fen.com/page/3540.html.
This link introduces the idea to have a road map displayed in the classroom that will track the physical journey of the characters in the novel as it progresses.
6. Utah State Office of Education. “Core Standards of the Course.” 1999. Accessed October 19, 2005. http://www.uen.org/core/core.do?courseNum=4100.
This site explains the core curriculum standards for a 10th grade Language Arts classroom. Using the skill of skimming, students would practice skimming the introductory chapters to note key character descriptions.
7. Utah State Office of Education. “Core Standards of the Course.” 1999. Accessed October 19, 2005. http://www.uen.org/core/core.do?courseNum=4100.
Using the skill of skimming, and also the information given by the teacher initially, students would use this core objective to make character charts/diagrams that they would continue to fill as they read the book.
8. Library of Congress. “The Great Depression in your Classroom.” Updated September 26, 2002. Accessed September 19, 2005. http://memory.loc.gov/ammem/ndlpedu/educators/workshop/depression/dlesson3.html.
I would use ideas from this lesson plan to introduce the depression using music and lyrics. There are artists during that era that used their songs to portray the good and the bad of that time period. I would then have students create short poems or songs (whichever they prefer) to explain their lives now.
9. New Deal Network. “Dear Mrs. Roosevelt.” 2003. Accessed September 19, 2005. http://newdeal.feri.org/eleanor/fm1137.htm.
Using this letter to Mrs. Roosevelt from a young boy in a migrant worker camp, a teacher could introduce the proper way to compose a letter to a government official. Spelling and grammar could be emphasized, and each student would compose a “mock” letter to Mrs. Roosevelt concerning the Depression, including their ideas for solving the problem.
10. Spencer, Rachel. “Depression Time-Line.” Provo, UT: BYU, 2005.
Students will be organized into groups of three, in which they are assigned a two-to three year span of the great depression. After completing research on these years, the groups will prepare a part of a “Great Time-Line” that will be displayed in the classroom, stretching around the room on the walls. Pictures will be used as well as text.1. Spencer, Rachel. “Prewriting Strategies for Making Predictions in Literature.” Provo, UT: BYU, 2005.
This activity is adapted from one used by Emily Updike, a Language Arts teacher at Spanish Fork Middle School. As students begin reading the novel, the teacher introduces the concept of making informed predictions as they read. Stopping periodically during the reading, the students make predictions concerning the plot and characters. Then an essay is assigned built around these predictions.
2. Livingston, Kathy. “Guide to Writing a Basic Essay.” 6 September, 2005. <http://members.tripod.com/~lklivingston/essay.>
This site walks students through the basic steps to writing an essay, from thesis to conclusion. Each step elaborates its instructions depending upon what the student needs. Based upon the “predictions” activity, the students will use this outline to start their essays.
3. Spencer, Rachel. “Fostering Compassion during Desperate Circumstances.” September 24, 2005. <http://6l3zyr.redcross.org/where/search.asp.>
Based upon the theme of human suffering verses compassion is the novel, students can focus briefly upon a crisis occurring around them (for example, Katrina or Rita). This site helps you locate Red Cross organizations near your school, and the students can organize a small relief effort as a class.
4. Trowbridge, Tracy. “Murals.” 2004.
<http://www.pbs.org/americanfamily/teacher2.html.>
Based loosely upon this site, students would develop the symbol of the family portrayed in The Grapes of Wrath. After a brief lesson on murals, a more in-depth instruction would be given on the use of symbols. Beginning during the reading of the book, and continuing through the end, a class mural of the symbols used in the text would be created.
5. Utah LessonPlans. “Discovering Ourselves in Literature and Life.” July 11, 2002 . Accessed September 24, 2005.
<http://www.uen.org/Lessonplan/preview.cgi?LPid=138.>
Using ideas from this site, students would “find themselves” in the characters of “Grapes.” Students would make an outline of their own concept of themselves, and finish with interviews with family and friends to gain a broader understanding of themselves as viewed from all angles. Their findings will be demonstrated through either an essay or a collage.
6. Utah LessonPlans. “Persuasive Video Based on a Significant International Issue.” April 13, 1998. Accessed September 26, 2005.
<http://www.uen.org/Lessonplan/preview.cgi.>
Based loosely upon this site, students will create a video presentation concerning one character of the text, or one aspect of the Dust Bowl. Prewriting strategies are outlined on the site, as well as follow-through. Class will be divided into groups depending upon the class size, and each group will decide upon their topic together.
7. Edsitement. “Hawthorne: Author and Narrator.” April 9, 2002. Accessed September 26, 2005. <http://edsitement.neh.gov/view_lesson_plan.asp?ID=276.>
This site focuses upon the author’s voice in a text. Students will use this outline to compare the life and “voice” of Steinbeck with the “voice” of the narrator in ‘Grapes.’ After discussion of voice and authorship, each student will rewrite a 4 page section of the text using a different character, or his or her choice.
8. Updike, Emily. “Text-to-World Connections.” Adapted September 23, 2005.
Adapted from an activity Emily Updike uses in her Spanish Fork Middle School classroom, students are given a worksheet practicing text-to-world connections while they are reading the novel. During periodic breaks during reading, the class will share their connections in a teacher-led discussion.
9. Rachel Spencer. “Group Reading Strategies: Voice.” Provo, UT. BYU: 2005.
When there is a section of the text heavy with dialogue, the teacher will call upon a few students to come to the front of the class and read with “voice.” Then a different set of students will read the same passage, using a different “voice” of their choice. Discuss the different effects of “voice” and comprehension.
10. Edsitement. “Eyewitness to History.” May 21, 2002. Accessed September 26, 2005. <http://edsitement.neh.gov/view_lesson_plan.asp?id=331.>
Following this site closely, students interview a family member that lived during a dramatic episode in American history. They will then be able to relate dramatic or nationally recognized events that they have personally witnessed in their lifetimes. They will then relate their recollections to the families in the text .1. Spencer, Rachel. “Persuasive Letter to Teacher.” Provo, UT: BYU, 2005.
Adapted from the website www.uen.org, ‘Persuasive Letter to Solve a Community Problem,” students would write a persuasive letter to their teacher as to why or why not The Grapes of Wrath should be assigned literary merit in secondary education. Students would read and study other sources of persuasive writing as background for this assignment.
2. Spencer, Rachel. “Expressing Characters’ Emotion through Music.” Provo, UT: BYU, 2005.
Based upon the activity used in Mrs. Pettigrew of Mount View High School in Orem, UT’s activity, students will use music to express their interpretation of a character in the text. The teacher will demonstrate this concept by choosing a piece of music that demonstrates some of the character traits of a character in the text, either in lyrics, or mood of music.
3. Winograd, Marcy. “Blooming Up: Teaching the Art of Questioning.” LessonPlansPage.com. 2005. Accessed October 4, 2005. www.lessonplanspage.com.
Following this site, students are introduced to the 6 major concepts of literary comprehension beginning with recall and following through to evaluation. After applying these concepts to questions regarding an apple (for example) students apply their understanding to the text they have finished studying.
4. Larkin, Kyle. “Movie Posters.” LessonPlansPage.com. Accessed October 4, 2005. www.lessonplanspage.com.
Following this site exactly, after having read the text, students will be assigned the topic of creating a movie poster advertising the film version of the text. In small groups of two-three, students will be prompted by examples of popular movie posters and possible titles. They will then present them to the class and defend their images and slogans.
5. Spencer, Rachel. “Ending Rewrite.” Provo, UT: BYU, 2005.
After discussing the ending and closure, or lack there of, to the significant thematic elements in Grapes, students will brainstorm possible alternative endings. Students will be assigned to rewrite 3 possible endings, other than that found in the book. This assignment can focus on certain characters, themes, or struggles found in the text.
6. Spencer, Rachel. “Interpretation of Titles.” Provo, UT: BYU, 2005.
The title The Grapes of Wrath does not immediately describe accurately the themes or context found in the text of that novel. Students would discuss the meanings of the title, and also offer alternative titles that they think would better suit the text. Discussion of John Steinbeck’s motives for the current title could also be discussed.
7. Conner. “Book Reports Alive.” Teachers.Net. September 25, 1999. Independent Monti, Los Angeles, CA. Accessed October 4, 2005. www.teachers.net.
Following this site exactly, each student would be given the assignment to present an oral report to the class from the standpoint of one of the main characters. The students are to dress and act as though they were that character, and describe events in the text in which they were involved. They can give personal feedback and opinions as though they were that character.
8. Pettigrew, Marybeth. “Student Accountability.” Orem, UT: Mount View High School, 2005.
Developed by Mrs. Pettigrew, students that have completed a novel are required to write and sign a statement recording the amount, or percent, they had read of the assigned novel. An example of this would read: “I, (student’s name) have read _______ percent, or ___ pages out of ___ of the novel _______. These documents are then signed by the student as a personal agreement for their grade.
9. Creger, Carolyn. “Dear Character.” Educator’s Reference Desk. May 1994. Accessed October 4, 2005. www.eduref.org.
Following this site closely, students are assigned the task of choosing a character, or set of characters from the text and writing a letter from one to the other in order to solve a textual conflict. Students must incorporate character traits and try to “see” the other character as they would be seen by others in the text.
10. Edgar, Tami and Rita Delgado. “Making a Collage.” Educator’s Reference Desk. May 8, 1996. Accessed October 4, 2005. www.eduref.org.
This is a simple site where students choose a scene in the text of “Grapes,” and make a collage of applicable words and images to portray that scene to their classmates. This project can be prompted in class and begun there, but will be finished at home where students can access more magazines and other media sources. They will then present their collages to the class.
Return to Steinbeck's Page
Reading Resources and Unit Guide for this Novel